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@ 2015 Digital Edition  Deaf Interpreter Curriculum  National Consortium of Interpreter Education Centers Key Questions  How do the four models of interpretation help Deaf interpreters clarify the process of interpreting?  How can Deaf interpreters use these models to identify their strengths and areas needing improvement?  How do these models help Deaf interpreters identify and resolve underlying causes of breakdowns in interpretation?  How can Deaf interpreters use the models of interpretation to make effective interpreting decisions? Unit 1: Models of Interpretation

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@ 2015 Digital Edition  Deaf Interpreter Curriculum  National Consortium of Interpreter Education Centers Interpretation & Translation  What does interpretation mean, and what does it involve?  What does translation mean, and what does it involve?  What are the goals of translating and interpreting content?  Provide an overview of the translation process. Unit 1: Models of Interpretation

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@ 2015 Digital Edition  Deaf Interpreter Curriculum  National Consortium of Interpreter Education Centers Introduction & Overview in NCIEC Teaching Modules for the Classroom  What are the differences between intra-lingual and inter- lingual interpreting tasks that Deaf interpreters undertake?  Review and expand on examples of intra-lingual interpreting tasks.  Describe individual experiences with inter-lingual interpreting.  Are you fluent in a second or third signed language? Unit 1: Models of Interpretation

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@ 2015 Digital Edition  Deaf Interpreter Curriculum  National Consortium of Interpreter Education Centers Group Dialogue: Comparison, cont’d  How do the four models help Deaf interpreters clarify the process of interpreting?  How can Deaf interpreters use the four models to identify their strengths and areas for improvement?  How do the four models help Deaf interpreters identify and resolve underlying causes for interpreting breakdowns?  How can Deaf interpreters use the four models to make effective interpreting decisions? Unit 1: Models of Interpretation

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@ 2015 Digital Edition  Deaf Interpreter Curriculum  National Consortium of Interpreter Education Centers Key Questions  How does written translation differ from sight/text translation?  How does sight/text translation differ from consecutive and simultaneous interpreting?  What are possible situations that would call for Deaf interpreters to provide sight/text translation?  What kinds of knowledge and preparation are necessary for translation? Unit 2: Translation

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@ 2015 Digital Edition  Deaf Interpreter Curriculum  National Consortium of Interpreter Education Centers Sight Translation  Identify and discuss situations in which Deaf interpreters might be called upon to translate from written or print text into ASL or another form of visual communication Unit 2: Translation

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@ 2015 Digital Edition  Deaf Interpreter Curriculum  National Consortium of Interpreter Education Centers Case Study 1—Sixth Grade Health Class  Deaf student has Deaf parents. ASL is L1, English is L2. Exposed to SEE through mainstream school. Struggles with fingerspelling (mild cerebral palsy). Teacher’s goal is for students to understand how bruises are formed and be familiar with vocabulary. There will be a test on bruises next week, with multiple choice and fill-in questions. For the test, students must be able to answer questions on how bruises are formed, in full sentences. Unit 3: Consecutive Interpreting

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@ 2015 Digital Edition  Deaf Interpreter Curriculum  National Consortium of Interpreter Education Centers Case Study 2—Eighth Grade Biology Class  Deaf student in mainstream day program since first grade. Spanish and ASL are L1 and L2, English is L3. Has hearing parents, all speak Spanish and know basic ASL. Small group of Deaf friends who use ASL and some signed English. Teacher’s goal is to teach about blood and its systems. One unit is related to how bruises are formed. Students must write an essay about blood systems, bruises, and how the blood system prevents more bleeding from broken blood vessels. Unit 3: Consecutive Interpreting

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@ 2015 Digital Edition  Deaf Interpreter Curriculum  National Consortium of Interpreter Education Centers Case Study 3—Doctor’s Office  Patient from another country in late 30s. Fluent in their native signed language. Has lived in USA for two years and is picking up ASL from other immigrants as well as American Deaf community. Third visit with doctor to learn results of blood tests. Doctor’s goal is to explain how bruises are formed and why the patient may be breaking out in so many bruises, possibly due to blood disease. Doctor is very concerned. Unit 3: Consecutive Interpreting

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@ 2015 Digital Edition  Deaf Interpreter Curriculum  National Consortium of Interpreter Education Centers Case Study 4—Doctor’s Office  Young hearing child with Deaf or DeafBlind mother whose L1 is ASL (monolingual), who graduated from a Deaf school after attending day mainstream program for a few years. Third visit with doctor to learn results of blood tests. Doctor’s goal is to explain how bruises are formed and why the patient may be breaking out in so many bruises. Doctor is very concerned and suspects the child has leukemia, a blood disease. Mother is very emotional. Unit 3: Consecutive Interpreting

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@ 2015 Digital Edition  Deaf Interpreter Curriculum  National Consortium of Interpreter Education Centers Group Dialogue  How do Deaf interpreters explain the rationale for using consecutive interpreting?  What factors go into the decision for Deaf interpreters to interpret consecutively?  How do Deaf interpreters use consecutive interpreting to their greatest advantage? Unit 3: Consecutive Interpreting

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@ 2015 Digital Edition  Deaf Interpreter Curriculum  National Consortium of Interpreter Education Centers Key Questions  What factors and considerations go into Deaf interpreter’s decision to use simultaneous interpreting?  In what settings do Deaf interpreters typically practice simultaneous interpreting?  What is the difference between mirroring and simultaneous interpretation?  What is the rationale for using simultaneous, consecutive, or a blend of interpreting methods in some situations? Unit 4: Simultaneous Interpreting